Author: Elyse Eidman-Aadahl & Sheryl Grant Summary: This video introduces a definition of badges and features a discussion of various badging systems. The facilitators also preview a series of webinars and learning opportunities about badges and début a new resource collection that shares lessons learned from dozens of badge design...
Author: Jessica Early Summary: This article presents a model of how one group of teachers used inquiry to improve their understanding of student writing and revise their school’s curriculum accordingly. Specifically, they conducted action research on implementing Common Core standards in an Arizona urban charter school. Written by and for teachers,...
Author: Nancy Remington and Robert McGinty Summary: Leaders from the Great Basin Writing Project in Nevada describe a long-term school partnership that gave teachers at Southside Elementary the opportunity to redesign curriculum and reshape the writing culture of their school. This inquiry-centered approach to professional development, designed and led by...
Author: National Writing Project Summary: The College, Career, and Community Writers Program (C3WP) awards three badges to participants and leaders in C3WP professional learning and leadership opportunities.
Author: Steve Pearse Summary: This article describes the successful, longterm partnership between the Puget Sound Writing Project and the Shoreline School District that focused on improving student achievement in writing. Following a model of a year-long, embedded invitational institute, P-12 teachers engaged in writing, working in writing groups, and conducting...
Author: JoBeth Allen and Lois Alexander Summary: This sample book chapter explains what teacher-led critical inquiry means in a social justice context. Useful in planning inquiry groups with a social justice focus, it also includes excellent content to help teachers to bring a social justice focus to their individual inquiry...
Author: Nancy Mellin McCracken & Barbara Smith Summary: This article describes the National Writing Project at Kent State University’s journey into the development of a sustainable Professional Writing Retreat that not only supported teachers’ professional writing but also contributed to the development of new site leadership. The goals and priorities...
Author: Anne Marie Liebel Summary: Using Peter Elbow’s theory of peer response as described in Writing Without Teachers, Ann Marie Liebel began implementing response groups, providing space for her student writers to lead the way in revision. Central here are the ways she reflected as a teacher/facilitator and the ways...
Author: Carol Booth Olson and Robert Land Summary: This article documents a longitudinal research study conducted by members of the UC Irvine Writing Project in partnership with a large, urban school district in which 93 percent of the students are English language learners. Over an eight-year period, 55 secondary teachers...
Author: University of Arizona – University Relations Summary: This news article describes the Wildcat Writers, an innovative service learning and writing program housed in the University of Arizona. By exploring topics like censorship, designing infographics, producing novels, and organizing campus events, the high school writers learned how to promote literacy,...